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Name: Mubarak Baker

● Grade 5 Teacher and Chair● Digital Lead Learner in the

TDSB● Twitter handle:

@mrbaker_class

Mr. Baker enters

Webcast

Hello

90

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ETFO Land Acknowledgement

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Human Rights StatementThe Elementary Teachers’ Federation of Ontario is committed to:

• providing an environment for members that is free from harassment and discrimination at all provincial or local Federation sponsored activities;

• fostering the goodwill and trust necessary to protect the rights of all individuals within the organization;

•neither tolerating nor condoning behaviour that undermines the dignity or self-esteem of individuals or the integrity of relationships; and

•promoting mutual respect, understanding and co-operation as the basis of interaction among all members.

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Human Rights Statement (continued)

● Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human Rights Code and are illegal.

● The Elementary Teachers’ Federation of Ontario will not tolerate any form of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local Federation sponsored activities.

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1. The What and Why of Coding?

2. Overview of New Math Curriculum/Coding Expectations

3. Key Terminology for Coding

4. Coding in Action (Unplugged Examples)

5. Coding in Action (Plugged Examples)

6. Cross-Curricular Connections

7. Additional Resources

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In the 2020 Ontario Math Curriculum, starting in Grade 1, there will be coding skills to improve problem solving and develop fluency with technology.

“Coding, in the simplest of terms, is telling a computer to do what you want it to do. This begins with breaking a task down into logically sequenced step-by-step commands for the computer to follow. Coding allows users to investigate, problem solve, explore and communicate through discovery, and it is a way to express ideas creatively.” (Source)

SLIDESMANIA.COM 10 Readons to Teach Coding Image created by Sylvia Duckworth from BrianAspinall <https://c2.staticflickr.com/8/7769/18110639601_dd3d7c55c4_b.jpg

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Click Here for the new Math Curriculum

There are 5 strands (with Strand A: Social-emotional learning skills and mathematical processes being taught and assessed through all areas.)

B: Number

C: Algebra

D: Data

E: Spatial Sense

F: Financial Literacy

A: Social Emotional Learning

Skills

C1. Patterns and Relationships

C2. Equations and Inequalities

C3. Coding

C4. Mathematical Modelling

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Overall Expectations: solve problems and create computational representations of mathematical situations using coding concepts and skills

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YOU CAN DOWNLOAD POSTERS FOR FREE LIKE THESE FROM:

https://www.edugains.ca/resourcesTELO/CE/CodingInterface/Resources/Extra%20Resources/_content.html

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Algorithm

A list of steps you can follow to finish a task

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Debugging

Debugging is the action of finding and fixing errors in programs. There are many ways in which you can do this!

(see Debugging Guide)

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Sequencing Programming:

Series of actions that must be completed in a specific order. Think about it as a step by step procedure that has a start and end point. If you present your algorithm in the correct order,

the program will be able to read the sequence correctly

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Concurrent Programming:

Concurrent programming that tackles two or more tasks at the same time. Think about a cell phone: There are many things

being done simultaneously and work together to achieve a goal. In other words, multiple sequences could run at the

same time!

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Repeating Event:

Repeating Event is a way of getting the computer to follow the same set of instructions forever, OR a given number of times, OR until a condition is met. For example, the robot could move one step forward repeatedly until the robot has reached its

final destination.

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Nested Events:

Nested Event is the idea of placing one or more objects within another object (think like a loop within a loop). For example, a

code to make your character say hello might be placed (nested) in the overall code of the character to allow it to

function in other ways.

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Condition Statements:

Condition Statements are statements that run only under certain conditions (sometimes called “if statements”). For

example, if the button is clicked, play music. Conditionals tell the program to perform the action if a certain condition is

true!

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Efficient Code:

Creating/adapting code to reduce resource consumption (e.g. fewer blocks) and completion time.

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Control Structures

A block of programming that analyzes variables and chooses a direction based on variables (e.g. if red is clicked, go left; if

blue is clicked, go right)

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What is unplugged coding?

Unplugged coding is a collection of learning activities that are Offline (without the use of technology). These activities teach students about the basic concepts of coding and programming. Yes that is right….you don’t need a computer an electronic device to learn how to code!

Even with technology in your classroom, unplugged activities such as role-playing, visual exercises, and collaborative activities help students develop computational and algorithmic thinking skills.

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Activity #1a: OrigamiDuring this activity, students will learn the importance of writing SPECIFIC and clear instructions. New terms introduced and explained include: algorithms, sequence, and decomposition.

https://teachyourkidscode.com/origami-unplugged-coding-activity/

Activity #1b: Cup stacking Challenge: This hands-on activity will teach students the connection between symbols and actions. New terms introduced and explained include: algorithm, coding, and debugging https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2017/05/Cup-stacking-robot-code.pdf

Here are two excellent Introduction to Coding Activities

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Activity #2b: Algorithms with TangramsDuring this activity, students will challenge students to translate an image into actionable instructions. The other players will build their pictures off the description given by the card holder. https://code.org/curriculum/course4/1/Teacher

Activity #2a: Graph Paper ProgrammingDuring this activity, students will write an algorithm and practice communicating ideas through codes and symbols. https://code.org/curriculum/course2/1/Teacher

Both these activities from code.org includes a lesson overview and comprehensive teacher guides

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#1: Conditional with Cards: This lesson demonstrates how conditionals can be used to tailor a program to specific informationhttps://code.org/curriculum/course2/12/Teacher

BONUS: Grade 5/6

activity

#2: Conditionals: During this activity, students will write and evaluate conditional statementshttps://www.flocabulary.com/lesson/coding-conditionals/

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- What is Lightbot? Lightbot is a very popular educational game that introduces students to many coding/ programming concepts including:

- Sequential Control Flow: Commands get executed one after the other.

- Procedures: Blocks of code for taking advantage of re-usable patterns.

- Loops: Blocks of code specifically used for patterns that repeat, or 'loop'.

- Debugging: Running and re-running a program, testing solutions, fixing mistakes.

Click here for Lightbot

Answer Key

Click here for Lightbot Website

BONUS: Lightbot is

available in FRENCH TOO!

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Self-Reflection Questions for Students:1) How would you explain, in words, what the turn and jump instructions do (precisely)? 2) How did you come up with a solution to a new level (All in one go? A step at a time?) 3) If Lightbot did not do what you wanted, how did you find the mistake and fix it?

A similar (more challenging) extension activity: This one includes conditional programming

→ http://compute-it.toxicode.fr/ (about it page: http://compute-it.toxicode.fr/about.html)

Lightbot is available on a variety of platforms including iPads and computers:

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Grade 4: Complete Levels #1-5

Grades 5 and 6: Complete Levels #1-10

Blockly Maze game to try out your coding skills!

This is a great Intro to Block Programming for your students and covers most of the curriculum expectations!

Lesson Plan:https://educators.brainpop.com/lesson-plan/computer-coding-lesson-plan-blockly-maze-game

/

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Scratch Activity/ Lesson: Draw a square

https://www.digitalcircus.org.nz/drawing-shapes

Scratch Website: https://scratch.mit.edu/You will need to setup an educator account

For more info, visit: https://scratch.mit.edu/educators/#teacher-accounts

Scratch Getting Started Guide:

https://cdn.scratch.mit.edu/scratchr2/static/__d1850169cd46695f2c1b79ecf98872e0__/pdfs/help/Getting

-Started-Guide-Scratch2.pdf

Scratch Video Tutorial:

https://scratch.mit.edu/help/videos/

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Suggested Activity: Animate your name: https://scratch.mit.edu/projects/236215503/#editor

a) Supplemental Resources: i) https://csfirst.withgoogle.com/c/cs-first/en/animate-a-name/mat

erials.html ii) https://csfirst.withgoogle.com/c/cs-first/en/animate-a-name/anim

ate-a-name/animate-a-name.html

Q: What is CS First?A: CS First is a free coding resource for educators and uses the scratch platform. It provides educators with tools including activities, videos, and plans to help support teachers and students! For more information about CS First, visit: https://csfirst.withgoogle.com/s/en/about

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Language Connections from CS First:

● Dialogue: https://csfirst.withgoogle.com/c/cs-first/en/dialogue/overview.html

● Storytelling: https://csfirst.withgoogle.com/c/cs-first/en/dialogue/overview.html

Sample Learning Plans & Additional Resources:

https://www.edugains.ca/resourcesTELO/CE/CodingInterface/interface.html

*Includes math activities (plugged & unplugged)

Dance Party (from code.org)

● Plugged: https://studio.code.org/s/coursed-2020/stage/7/puzzle/1

● Unplugged: https://curriculum.code.org/hoc/unplugged/4/

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SUCCESS CRITERIA

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Example of Success Criteria using Lightbot activityWhen students are beginning to learn a new concept:● I can solve simplified computational problems (light bot level 1-10) using simple sequential

events.● I can cope effectively with challenges by using growth mindset strategies (e.g., taking breaks,

positive self-talk, conferring with a partner) to build on my personal resilience when coding. (Social Emotional Learning - Strand A)

As students progress with their learning….● I can test and debug a problem in my code. ● I can explain the different aspects of my code and what action each block performs.

When students are deep in the learning process: ● I can reflect on how my code can be more efficient utilizing more complex blocks (e.g, loops,

procedure and/or repeat block) ● I can reflect on the strategies I used to problem solve (debug) and overcome adversity.

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PROBLEM SOLVING

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How to support your students with problem solving/ debugging:

I recommend using this Debug Guide from code.org with your students

https://docs.google.com/document/d/1z2FgBWwUq6vxwWbnbiQC0EaEKxwgAqBdtTZzVi98xHA/edit

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Here are a few important things to consider:● Recommend the use of block-based coding activities

○ Think “drag-and-drop” programs such as Scratch for your students. These programs “use coding instruction “blocks” to construct animated stories and games. It’s an entry-level activity, where kids can gain a foundation in computational thinking through visuals as opposed to coding that is based in text” (Source:)

● Think about what resources (e.g. technology) you have access to. This will determine what activities to do with your students.○ plugged (activities using technology) vs ○ unplugged (offline activities without the use of technology)

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● As a next step in your coding journey, think about the SAMR Model: ○ How could technology be used in

your classroom to enhance and transform student learning?

○ How could online learning more closely resemble authentic, real-world learning?

● On a final note, remember, the teacher does NOT have to be the “expert” in the room

LINK TO SAMR MODEL:https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

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Special thanks to everyone who helped make this webcast possible!

Be sure to check out the resources page! Feel free to share your learning on twitter and tag me: @mrbaker_class

Slide Template from slidesmania.com

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Curriculum Documents:

Ontario Math Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics

Ontario Math Curriculum: High-Impact Instructional Practices in Mathematics: http://www.edu.gov.on.ca/eng/teachers/high-impact-instruction-math.pdf

Computer Coding in the K-8 Math Curriculum: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Computer_Coding_K8_en.pdf

Plugged (online) Resources:

https://docs.google.com/document/d/10OI2ajUzsnZJifMvNVV96nUOjGGs2lTpKp1Ihl51PDk/edit?usp=sharing

Unplugged (offline) Resources:

https://docs.google.com/document/d/157HR2SketdxwYgyD1gD3fr8naD-EQ_vkexZiUxxvMBo/edit?usp=sharing

Other Resources:

Debugging Guide: https://docs.google.com/document/d/1z2FgBWwUq6vxwWbnbiQC0EaEKxwgAqBdtTZzVi98xHA/edit

Coding Terminology Posters: https://www.edugains.ca/resourcesTELO/CE/CodingInterface/Resources/Extra%20Resources/_content.html